h.e.l.p m.e p.l.e.a.s.e.


the author discusses how what you choose to eat matters. How can you help reduce the emission of greenhouse gases by making different choices about what you eat?

Reduce, Reuse, Recycle. ...

Use Less Heat and Air Conditioning. ...

Replace Your Light Bulbs. ...

Drive Less and Drive Smart. ...

Buy Energy-Efficient Products. ...

Use Less Hot Water. ...

Use the "Off" Switch. ...

Plant a Tree.

I really need help with this
These were my last points
Please no links :)

Outsider questions (2)

If you can answer them all ill give brainly.

It Sifts from Leaden Sieves
by Emily Dickinson

It sifts from Leaden Sieves —
It powders all the Wood.
It fills with Alabaster Wool
The Wrinkles of the Road —

It makes an even Face
Of Mountain, and of Plain —
Unbroken Forehead from the East
Unto the East again —

It reaches to the Fence —
It wraps it Rail by Rail
Till it is lost in Fleeces —
It deals Celestial Vail

To Stump, and Stack — and Stem —
A Summer’s empty Room —
Acres of Joints, where Harvests were,
Recordless, but for them —

It Ruffles Wrists of Posts
As Ankles of a Queen —
Then stills it’s Artisans — like Ghosts —
Denying they have been —

Question 1

Part A

What inference can be drawn from "It Sifts from Leaden Sieves"?

A. The snow is beautiful, but also quite dangerous.

B. The snow's handiwork is no match for the beauty true artists can create.

C. The snow can make even ordinary things look regal and fancy.

D. The snow can easily disrupt the important events of life.

Question 2

Part B

Which evidence from the text best supports the answer in Part A?

A. "It reaches to the Fence —
It wraps it Rail by Rail"

B. "It Ruffles Wrists of Posts
As Ankles of a Queen —
Then stills its Artisans — like Ghosts —
Denying they have been —"

C. "It sifts from Leaden Sieves —
It powders all the Wood."

D. "It makes an Even Face
Of Mountain, and of Plain —
Unbroken Forehead from the East
Unto the East again —"

is this good? i dont know i tried

When the writer stays with one main idea from the beginning of the paragraph to the end, the paragraph should have
A) unity
B) sequence
C) disarray

Need help writing a P.E.E paragraph about “ Do you believe that we need Diversity to change and grow as a society?”

I do korean pop dance covers and I was wondering if anybody could recommend some songs. My recent one was Im the one (ateez)

A characteristic that is not passed from parent to offspring called?

Adopted behavior

Genetic behavior

Inherited behavior

Learned behavior

Read the lines below

There were ten thousand thousand fruit to touch,
Cherish in hand, lift down, and not let fall.

Which meaning is suggested by the author’s use of language in these lines?

A) The apples signify the number of hours the speaker has contributed to the harvest, as he realizes he still has hours of work ahead.

B) The apples suggest the speaker believes he is good at what he does, despite the fact that many do not appreciate him.

C) The apples represent all of the speaker’s friends and family, suggesting that he did his best to support them

D) The apples symbolize all of the speaker’s life experiences, suggesting that each one requires attention and care

pls help


Which excerpt illustrates the community’s ‘sameness”?


“He killed it! My father killed it! Jonas said to himself.”

“I have a great honor, so will you. But you will find that is not the same as power.”

“Before my time, before the previous time, back and back and back. We relinquished color when we relinquished sunshine and id away with difference. We gained control of many things, but we had to let go of others.”

“Sometimes I wish they’d ask for my wisdom more often – there are so many things I could tell them.”

Pls, Help due in 2 days!!!
I will mark brainlist
Please write a topic statement about how structure can help deepen a reader’s understanding of a poem. You should follow the statement with a list of at least three examples from “Skyscraper” and “The Secret of the Machines” that support the topic statement.

Read these lines from “To Autumn.”

Season of mists and mellow fruitfulness,
Close bosom-friend of the maturing sun;
Conspiring with him how to load and bless
With fruit the vines that round the thatch-eves run;
To bend with apples the moss'd cottage-trees,
And fill all fruit with ripeness to the core;
To swell the gourd, and plump the hazel shells
With a sweet kernel; to set budding more,
And still more, later flowers for the bees,
Until they think warm days will never cease,
For summer has o'er-brimm'd their clammy cells.

How do these lines develop the theme that autumn is a beautiful time of year?

A. They focus on the animals who have grown strong and frolic during autumn.

B. They describe the behaviors of people as the crisp evenings of autumn return.

C. They describe the season as a period characterized by abundance.

D. They suggest autumn is a season when the world is just coming to life.

What are two things you could use to make an inference?

Will give brainliest
And please, no links
Is what I highlighted correct?

Select the two words that both end in the suffix -ence and follow the spelling rule above.

Two of your best friends tell you that they are planning to go together, and take you along, too, to get a matching tattoo to symbolize your friendship. Your parents have always forbidden you from getting tattoos. Your friends tell you that if you don’t come with them to get a matching tattoo, then you are not a true friend, and they will no longer speak to you again.

Hello, people of Brainly! I need an answer ASAP! I'm sure it's annoying when people ask for long things, but hear me out. I'll give a ton of points, and the best answer gets Brainliest. If someone answers just for points, it'll be reported.

Chapter 1

"You know, hardly anyone ever needs to do a three-point turn anymore," said Justin, trying to help Becky calm down.

"Oh, so it's not a useful skill AND I am probably going to fail the driving test because I can't do it anyway," Becky said, raising her voice for emphasis. "That should make me feel like a million bucks when I flunk."

Justin was riding with Becky so she could take her driving test. He had volunteered for the job because he thought she would be less nervous with him than with their mom, but so far, he wasn't sure he was making any difference.

"Slow down, your turn is coming up here," he said, looking ahead.

"I know, I know," she replied, "I've been here before remember—the last time I flunked."

Justin was pretty sure if he had let her miss the turn, things would only have deteriorated further, but he wasn't sure he was fond of being the scapegoat for Becky's anxiety.

"Listen, you need to take a few deep breaths," he said, hoping he could help her at least relax a bit. "Being nervous won't help you with the three-point turn or anything else you have to do. Hey, did you just take that turn without your turn signal on?" This was going to be harder than he thought.

"Stop yelling at me," Becky replied, clearly frustrated, "I can't concentrate."

"Look, you need to stop and get yourself together here," Justin started. "It is not just about passing the driving test. I don't want to get in an accident, so pull into that parking lot."

Becky drove into the office building's parking lot where Justin was pointing. Justin knew they were less than a mile from the licensing office, and if she continued in this condition, he'd be having this same discussion three months from now when she tried the test again for the third time.

"You need to get a grip," he started after she put the car in park, "because you have studied and practiced driving all year. You know this stuff inside and out, backwards and forwards. What are you so nervous about?"

"I don't know, I don't know," Becky wailed, resting her head on the steering wheel. "I just get so tired of failing."

Listening quietly as Becky sobbed, Justin realized this was about much more than a driving test. He also knew if he didn't find a way to help Becky things would just get worse.

Chapter 2

Justin took a deep breath and collected his thoughts. Becky was an unbelievably consistent straight-A student. It was Justin who got the bad grades in school, and Justin who had to repeat every math class he'd ever taken. It was Justin who wished he could get the grades Becky got. Some things came easier for Justin: He was athletic, handy with tools, and good at making the best of whatever life threw at him. Mom called him her "lemons into lemonade" kid. But for the most part, Becky succeeded easily, whereas Justin had to work and work to just get a passing grade.

Rather than having Becky catalogue all the things she supposedly "failed" at, Justin decided to try an alternative approach, one that wouldn't remind him of all the ways he had failed.

"Okay, Becky, let's assume for a moment you fail this test again. What is the worst thing that could happen?" he asked.

"I would be the oldest kid at school without a license and be humiliated," she replied. Justin thought he heard a bit of panic in her voice but continued with his plan.

"Yes, but won't we still have to drive to school together for at least one more year anyway?" he asked.

"Yes, but..." she started.

"And who will know, if you don't tell anyone except your friends, that you don't have your license? You know Mom can't afford another car just for you, right?"

"Yes," she said quietly.

"So what difference does it make, really," he said. "Another three months to wait in the grand scheme of your life doesn't seem like all that long, right?"

"I suppose not," she said.

Justin could tell she was breathing more slowly now. "Besides," he said, "I would miss all the practice driving with you," and for good measure he reached over and pinched her arm.

"Ow," she said, hitting back at him, "that hurt."

"So let's go do this, okay?

"Okay," she said. Becky cranked up the car, backed slowly out of the parking spot and drove up to the parking lot's exit. Justin noticed, as they waited for the traffic to clear, that she had remembered the turn signal.

Using both Chapter 1 and Chapter 2 of "The Three-Point Turn," write a short essay explaining how Justin is able to convince Becky that flunking the driving test will not be all that bad.

Elie Wiesel once said that anyone who witnesses an atrocity, or an act of inhumanity, and does nothing to stop it is just as guilty as the person committing the act. Those who know and remain silent are guilty of the same offense. To stand by silently is to participate in the crime.
In a paragraph of at least 4 sentences, evaluate this statement. (Remember, evaluate means show whether it is right or wrong.) Explain why you feel the way you do, and give an example to support your feeling.

What value does technology bring to people’s lives?


Complete a quick write about the Essential Question, using at least three of the spelling words in your response.

who is this please answer

Rewrite the sentence below by using a verb to start the sentence. You may add or remove words, as necessary. Be sure to keep the meaning of the sentence the same.

Bill ran down the street and stopped suddenly.

An automobile factory has a reputation for assembling high- quality cars. However, several new cars were shipped out to dealers that had a problem with the brakes. It is estimated that approximately 10% of the cars assembled at this factory have defective brakes. Five of these cars are shipped to a dealership near your school. What is the probability that none of the 5 cars will have defective brakes? Should the dealership be concerned? Explain.

Please anwser these (give explanation) this is due today! Please and thank you!

List the full alphabet backwards. I will give brainiest to the first person to answer,

If you need to select the most successful poem among several you have written, what criteria should you use? (Select all correct answers.)

original figures of speech
precise word choices
character development
similarity to older fixed forms

EXPLAIN

Please help with this

PLEASE HELP I REALLY NEED THIS ASAP THANK YOU <3
all the questions are using only that 1 article.

Write a theme statement in your own words about the two stanzas you read in today’s lesson. Explain the meaning of the verses “Because, for all our power . . .” and “It is the men and women, . . .” and how these verses support the theme statement.

Please help with this

please help me
Based on your preview of the text’s features below, what do you predict it will be about? Explain how you made this prediction.

Title:

Fearless in Fur,Fins, and Feathers: The Story of Animals in the Armed Forces


Picture of carrier

pigeon transport

courtesy of Photos

of the Great War project.